Abstract
ABSTRACT Recent legislation and governmental policy have provided a rationale to place young children with special needs in integrated, mainstream settings. Many of these settings have a developmental philosophy which is concerned with readiness and age‐appropriate activities. However, in integrating young children with severe handicaps, this developmental philosophy may also need to incorporate a functional approach which teaches survival skills for daily living rather than just concentrating on those skills the child appears ready to learn. Ways to incorporate this approach within a developmental orientation are described. The underlying theme is the assumption that good teaching in early childhood education will accommodate for individual differences.
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